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International Conference on Mathematics and Science Education (ICMScE) 2020 IOP Publishing
Journal of Physics: Conference Series 1806 (2021) 012119 doi:10.1088/1742-6596/1806/1/012119

The impact of the COVID-19 pandemic on mathematics

learning in higher education during learning from home (LFH):
students' views for the new normal

R Y Tyaningsih1*, Arjudin1, S Prayitno1, Jatmiko2, A D Handayani2,

1
Departemen Pendidikan Matematika, Universitas Mataram, Jl. Majapahit No. 62 Mataram,
Indonesia
2
Departemen Pendidikan Matematika, Universitas Nusantara PGRI Kediri, Jl. KH. Achmad
Dahlan No. 76 Kediri, Indonesia

*ratnayulis@unram.ac.id

Abstract. Covid-19 Pandemic has an impact on education that is bringing up new policies for
learning from home. The purpose of this study was to determine students' views on learning
mathematics in higher education while learning from home and its sustainability towards a new
normal. This type of research is qualitative with data collection techniques using online surveys and
interviews. Respondents in this study were 169 students of Mathematics Education in Higher
Education. The results of this study indicate that 100% of lectures are conducted online with a
composition of 34.32% in the form of Asynchronous Online Course, 19.53% Synchronous Online
Course, and 46.15% using Hybrid Online Course. The effectiveness of online course that has been
carried out was obtained 7.1% very effective, 20.1% effective, 53.8% sufficient, 17.8% less effective,
and 1.2% ineffective. Open questions are provided in the questionnaire to allow students to convey
constraints/difficulties experienced during Learning from Home (LFH), including network
constraints, health problems, costs, the environment, course constraints, and time problems. Student
responses regarding the application of the Blended Learning method in the new normal period
showed 48% agreed, 31% were doubtful, and 21% disagreed.

1. Introduction
Coronavirus is a family of viruses that cause diseases in humans and animals. Humans usually cause
respiratory infections ranging from the common cold to serious illnesses such as MERS (Middle-East
Respiratory Syndrome) and SARS (Severe Acute Respiratory Syndrome) [1], [2]. The Coronavirus novel
(nCoV), which was found in humans since an extraordinary event that appeared in Wuhan China, in
December 2019, was named Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2). This
disease caused by SARS-CoV-2 is called Coronavirus Disease-2019 (Covid-19) or previously known as
2019-nCoV [3], [4]. Although coming from the same family, COVID-19 has differences with SARS and

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International Conference on Mathematics and Science Education (ICMScE) 2020 IOP Publishing
Journal of Physics: Conference Series 1806 (2021) 012119 doi:10.1088/1742-6596/1806/1/012119

MERS in terms of the speed of spread and severity of symptoms. According to data released by the Republic
of Indonesia Task Force for the Acceleration of COVID-19 Handling, the number of positive confirmed
cases up to 7 June 2020 was 30,514 people with a total of 9907 people recovered and a total of 1801 deaths
[5]. WHO (World Health Organization) officially declared COVID-19 as a pandemic on March 9, 2020 [6],
[7].
Transmission of the virus is very fast and has spread to almost all countries, including Indonesia, in just
a few months [8]. This makes some countries implement a lockdown policy to prevent the spread of the
coronavirus [9], [10]. In Indonesia, a Large Scale Social Restriction/PSBB policy was also implemented to
reduce the spread of this virus [1]. This has had tremendous global impacts in various sectors in Indonesia,
including transportation [9], tourism, manufacturing, trade, construction, Small and Medium
Enterprises/UKM, and Education. Many policies made in each institution so that learning continues. The
learning method considered to be most relevant to the COVID-19 pandemic situation is the distance learning
method [11], [12]. In its implementation, it is certainly not easy because it requires preparation of facilities
that support both the instructors, institutions, and students [13].
Three classifications of online learning recipient groups, namely (1) groups of students who are
accustomed to implementing online learning in full at school so that facilities from schools are adequate,
(2) groups of students who apply semi-online learning, for example by giving assignments through
WhatsApp Group without interacting directly, and (3) groups of students who cannot be forced to apply
online learning because of limited infrastructure and technological support capacity, for example in remote
areas that have no electricity, have poor signal or do not have gadget/ laptop facilities [14]. In the case of
group 1 and group 2, it is not a problem, but in the case of group 3, several institutions ask their instructors
to conduct a home visit to students. The government has also prepared a live streaming learning service
from home from TVRI Channel since 13 April 2020 with schedules based on class levels, every day starting
from 8:00 a.m. to 11:30 [15].
The purpose of this study was to determine the views of higher education students regarding the impact
of COVID-19 Pandemic on the implementation of online learning during LFH (Learning From Home). This
research is important because it provides information to the Minister of Education and Culture about what
higher education students feel is the impact of COVID-19 on the implementation of online learning during
the COVID-19 Pandemic. It is also an input to educators to anticipate the impact that might occur on their
students and the results can be used by educators to prepare the next learning plan with better service. The
results of this study are also important as study material for similar research and further research in the field
of education/ mathematics education.

2. Methods
This study uses a qualitative approach to the type of descriptive research. The data collected is then analyzed
and submitted in the form of words and is in a natural condition. The subjects of this study were 169 students
in Mathematics Education. Respondents consisted of 78.6% women and 21.4% men. The study was
conducted in the Even Semester Academic Year 2019/2020 in the amid of the COVID-19 pandemic. Data
collection techniques used in this study were surveys and online interviews. The application used in online
surveys is Google Forms and for online interviews using Google Meetings.

3. Result and Discussion

The policy taken by the government within the tertiary institution to prevent COVID-19 transmission is to
limit interactions between campus academics, both students, lecturers, and education personnel. Lecture
activities, final assignment/thesis guidance, and other academic guidance 100% carried out online. In the
implementation, many obstacles were found, starting from the internet connection, the application used, the

2
International Conference on Mathematics and Science Education (ICMScE) 2020 IOP Publishing
Journal of Physics: Conference Series 1806 (2021) 012119 doi:10.1088/1742-6596/1806/1/012119

quality of the presentation, and the facilities so that it was expected that all tertiary institutions would share
modules or teaching materials online to strengthen the concept of independent learning.
“Merdeka Belajar” is a new policy program of the Ministry of Education and Culture of the Republic of
Indonesia which gives freedom of thought. The "Merdeka Belajar" program with the dimension of higher
education is the Merdeka Campus. The motto known in the Free Learning Movement is "Free Learning,
Lecturers are movers". Lecturers must be professional and innovative to serve students to grow and succeed.
Change is difficult and challenging, so lecturers and students must be prepared with many changes that
occur in dealing with the COVID-19 situation.
Some government programs in free learning, including: (1) cooperation with telecommunications
providers related to internet quota provision, (2) TVRI cooperation related to the presentation of material
for distance learning, (3) cooperation with several platform owners, namely Indonesia Cyber Education,
Open University, Google Suite, Nvidia-Artificial Intelligence Courses, and Amazon web services [16], and
(4) create a Spada Indonesia program to share LMS for lecturers and students from other universities to be
able to take/ follow learning materials online [17].
Based on the results of a survey conducted by researchers regarding the readiness of students in online
learning shows that the availability of facilities and technology support is 98.2% with 30.2% having a stable
internet speed, 31.9% less stable, and 37.9% unstable. Based on internet access, 80.5% of students still use
data packages, 16% WiFi, 3.5% a combination of both. Costs incurred per month for accessing the internet
in online learning are 8.9% spending < Rp50,000.00 per month, 60.9% issuing Rp50,000.00-Rp100,000.00
per month, and 30.2% issuing > Rp100,000, 00 per month.
Table 1. The application used in online lectures
Lecture Model The application used Percentage
Asynchronous LMS (Moodle), Google Classroom, Edmodo, Quipper, 34.32
Online Course Ruang Guru, Schoology, WhatsApp, Email, Facebook,
etc.
Synchronous Zoom, Google Meet, Webex, Youtube, Microsoft 19.53
Online Course Teams, Quizziz, Kahoot, etc.
Hybrid Online Combination of Asynchronous Online Course and 46.15
Course Synchronous Online Course.
Table 1 shows that the online lecture model conducted while learning from home was 34.32% using the
Asynchronous Online Course, 19.53% Synchronous Online Course, and 46.15% Hybrid Online Course.
While the details of the applications used in each of these models are presented in Figure 1.

Figure 1. Figure percentage of applications used in online learning

3
International Conference on Mathematics and Science Education (ICMScE) 2020 IOP Publishing
Journal of Physics: Conference Series 1806 (2021) 012119 doi:10.1088/1742-6596/1806/1/012119

Figure 1 shows that the top three applications that dominate online learning are Learning Management
System (LMS) especially Moodle at 92.3%, followed by Google Classroom at 78.7%, and Zoom at 60.9%.
These three applications are enough to drain the internet quota and consume mobile memory so that many
students complain about the cost of the internet quota and the memory capacity on their mobile phones.
Most of them use cellphones because most of them use data packages, only about 16% of students use wifi
on their laptops. Furthermore, the student's assessment of the effectiveness of online learning that has been
carried out is presented in Figure 2.

Figure 2. Overview of the effectiveness of online learning during learning from home (LFH)

Figure 2. shows that the effectiveness of online learning during LFH collected through an online survey
found 7.1% of students rated it very effective, 20.1% effective, 53.8% quite effective, 17.8% less effective,
1.2% ineffective. This shows that there were 19% of students who rated online learning as less effective.
Therefore, researchers also make open questions for students who judge less effective about the obstacles
encountered while attending online learning.
Based on the results of surveys and online interviews through Google forms and Google meetings to find
out what students think about online learning that has been done, some of the advantages of online learning
are practical (easy to use), flexible (can be done anywhere and anytime), and can be done casually (while
lying down, eating, drinking, etc.). Besides these advantages, many complaints and obstacles experienced
by students while studying from home. Some of the obstacles encountered by students in online learning
during LFH are shown in table 2.

4
International Conference on Mathematics and Science Education (ICMScE) 2020 IOP Publishing
Journal of Physics: Conference Series 1806 (2021) 012119 doi:10.1088/1742-6596/1806/1/012119

Table 2. Constraints experienced by students when learning from home (LFH)

Type of
Obstacles that occur during online learning
constraint
Network or Applications that are used often error because too many people are accessing at the same time so they have to
facility switch to another application.
constraints The network or signal is unstable so it is difficult to connect online, especially for students who live in inland
places.
The camera or scanner is damaged, so borrow a neighbor's mobile to send the task.
Mobile memory is full because every day is used to store material and scan tasks.
They need to find a place with a good signal, such as a coffee shop, cafe, food stall, etc. to be able to attend
online lectures
Health Having tired eyes and sore eyes because of staring at the screen of a laptop or mobile phone.
problems Students lack sleep due to the large number of assignments collected.
Having back pain due to sitting too much in front of a laptop.
Cost Data packages run out quickly if video conferencing is often used but do not have money to buy data packages
constraints because the income of parents decreased during the COVID-19 period
There is quota assistance from the campus but it does not reach all students.
Environmental The situation in the house is crowded so that it interferes with learning
conditions Difficulty asking questions directly with friends about things that are difficult to understand.
Course Each lecturer assigns too many tasks so that a lot of assignments must be collected from each course.
obstacles The lecturer only uploads the presentation material, then asks students to read the material themselves
Students need lecturers' explanations face to face.
Students feel inconvenienced in collecting assignments because the file must be scanned first then compressed
the file size to be uploaded.
The available online discussion forums are less effective because messages or information delivered can be
stacked with student responses so that the information does not reach all students.
Students who upload answers first cheat for the next student so that one class can have the same error.
Students do not agree with the form of the assessment conducted based on the activity of comments in the
discussion forum.
There is no notification if a response appears in the discussion forum.
There is no notification about the next lecture information.
The results of the work done are not optimal because too many tasks are collected at the same time.
There are several courses that do not do online learning as a whole, only provide assignments through
whatsApp, line, or telegram.
Unorganized The deadline for collection of assignments is too short. If there are students who are late collecting their
class assignments, they are not accepted.
schedules No holiday.
Lecture schedules often unpredictable depending on the lecturer so that sometimes there are 2 courses at the
same time.
There are some lecturers who add lecture hours, which are initially 1 time a week to 2 times a week.
The lecture hours are delayed because the preparation time is quite long.

Student responses to the proposed Blended Learning Model in the New Normal era lectures are presented
in Figure 3.

Neutral
31% Agree
Agree Disagree
Neutral
Disagree48%
21%

Figure 3. Student Responses to the Proposed Blended Learning Model

5
International Conference on Mathematics and Science Education (ICMScE) 2020 IOP Publishing
Journal of Physics: Conference Series 1806 (2021) 012119 doi:10.1088/1742-6596/1806/1/012119

Figure 3 shows that students' responses to the proposed application of the Blended Learning method in
the new normal period were 48% agreed, 31% were doubtful, and 21% disagreed. As many as 31% of
students propose several requirements if in the new normal period the blended learning method is still
applied, including, (1) agreed-upon schedule of lectures and major holidays, (2) the composition of online
learning is not more than 50%, (3) the time for assignment is given an appropriate deadline, (4) if learning
is still done online the material should be explained in advance both through video and audio media. To
implement Blended Learning, agencies need to prepare things that must be met, one of which is running a
health protocol. Entering the new era of normal behavior changes occur to continue normal activities
coupled with implementing health protocols to prevent COVID-19 transmission, including (1) maintaining
hand hygiene by washing hands, (2) avoiding touching the face, (3) covering mouth and nose when coughing
and sneezing, (4) wearing a mask, (5) keeping a distance by adjusting the seating position in class, (6) doing
independent isolation if feeling unwell, and (7) maintaining health with adequate rest and eating nutritious
food 4 healthy 5 perfect [18], [19], [20].
Minister of Education and Culture, Nadiem Makarim, in a press conference, gave several requirements
that must be met by agencies to be able to hold face-to-face learning, including (1) being in the green zone,
(2) getting permission from the regional government/ regional offices/ offices of the Ministry of Religion,
(3) The education unit has fulfilled all checklists and is ready to conduct face-to-face learning and (4)
approval from parents. If one of the four conditions is not met, then the student continues to learn from
home in full [21].

4. Conclusion
Students' views on online learning collected through online surveys and interviews concluded that 100% of
the lectures had been carried out online with a composition of 34.32% in the form of Asynchronous Online
Course, 19.53% Synchronous Online Course, and 46.15% using Hybrid Online Course. The effectiveness
of online learning that has been carried out was obtained 7.1% very effective, 20.1% effective, 53.8%
sufficient, 17.8% less effective, and 1.2% ineffective. Through open-ended questions in a questionnaire to
allow students to convey the constraints/ difficulties experienced during LFH, including network
constraints, health problems, costs, the environment, course constraints, and time. Student responses
regarding the application of the Blended Learning method in the new normal period showed 48% agreed,
31% were doubtful, and 21% disagreed. To conduct lectures using the blended learning method, the
institution must fulfill several requirements proposed by the government. This research is a reflection of
learning to achieve better learning success. As a further consideration, an online survey should also be
conducted for teachers to find out their competencies in the field of technology and information.

5. References
[1] R. Djalante et al 2020 Review and analysis of current responses to COVID-19 in Indonesia: Period
of January to March 2020 Prog. Disaster Sci. 6 100091 p. 1-9
[2] Kementerian Kesehatan Republik Indonesia 2020 Info Khusus Covid-19 (Jakarta: Kemeskes).
[3] Ahmed H, Allaf M and Elghazaly H 2020 COVID-19 and medical education Lancet Infect. Dis.,
20 7 p 777-778
[4] Peng L, Yang W, Zhang D, Zhuge C & Hong L 2020 Epidemic analysis of COVID-19 in China
by dynamical modeling arXiv Prepr p. 18
[5] Gugus Tugas Percepatan Penanganan Covid-19 2020. Data Sebaran Virus Covid-19 di Indonesia
(Jakarta: Gugus Tugas Nasional)
[6] Singh R and Adhikari R 2020 Age-structured impact of social distancing on the COVID-19
epidemic in India arXiv Prepr. arXiv2003.12055

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International Conference on Mathematics and Science Education (ICMScE) 2020 IOP Publishing
Journal of Physics: Conference Series 1806 (2021) 012119 doi:10.1088/1742-6596/1806/1/012119

[7] Zhang D, Hu M and Ji Q 2020 Financial markets under the global pandemic of COVID-19 Financ.
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Acknowledgments
Thank you to the lecturers of Mathematics Education study programs at Universitas Mataram, Universitas
Nusantara PGRI Kediri, and friends of S1 and S2 alumni of Mathematics Education Study Programs at
Universitas Negeri Malang who are willing to help share online survey and share Google Meeting links for
interviews online to students of Mathematics Education study programs.